HEPPP Research Network Symposium
Exploring Expertise in Teaching in Higher Education
16 October 2020, UWE Bristol
Registration for the symposium is free of charge. Delegates must complete the registration form in order to get access to the content. This event will take place online (synchronously) on Friday 16 October 2020 and delegates can then view presentations asynchronously until the live summary session on Friday 23 October 2020.
The full programme will be available shortly.
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The concept of expertise complements and challenges the rhetoric of excellence. Excellence is poorly defined, whereas expertise has a deep literature base behind it (e.g. Ericsson et al 2006 and 2018). Excellence, by definition and derivation - from the Latin excellere (ex – ‘out, beyond’; celsus – ‘lofty’) - is not available to all; we can't all be outstanding. Expertise, (from the Latin experiri: to try, which is also the root of experience and experiment) is a process potentially accessible by all. If we can identify the ways of thinking and practising and characteristics of expertise in teachers in higher education this may then help inform the enhancement of learning, teaching and educational development (Kreber et al, 2005; Saroyan and Trigwell, 2015).
This inaugural one-day symposium will bring together
researchers, educational developers and others interested in the
topic to explore the various dimensions of teacher expertise in
- Pedagogic Content Knowledge (Shulman, 1986)
- Artistry (Schön, 1982) of Teaching
- Self-determined learning and development (King, 2019).
- developing disciplinary ways of thinking and practising
- performativity and improvisation
- development of expertise in teaching in HE
- professional learning of expert teachers in HE.
Call for contributions
Proposals have been invited for presentations which are relevant to the symposium topic and themes. Presentations should involve reflection, exploration, scholarship and evaluation rather than just describing activities undertaken. Proposals should also be grounded in relevant literature and research wherever possible. Presenters will be invited to contribute to an edited book based on the theme of the symposium.
The deadline for proposals has now passed (Monday 29
June 2020). The maximum abstract length is 3,000
Presentations will take the following formats:
- oral presentations of ten minutes, plus five minutes for questions
- posters will be displayed throughout the day and presenters will have the opportunity to engage with symposium participants during the lunch break
- digital presentations last a maximum of ten minutes and take the form of a video file with sound. This may be a screencast or a recording of a person speaking. The presentation will be uploaded to a publicly available platform. Viewers will be able to submit questions to the digital presenter in the week of the symposium (12-16 October 2020) and digital presenters must commit to answering viewers’ questions in a timely manner.
Each proposal will be reviewed for acceptance at the symposium against the following criteria:
- Relevance to the symposium topic and themes
- Clarity and coherence of the proposal, including title
- Contribution to practice, scholarship and enhancement of learning and teaching and educational development in higher education.
Due to the limited time and space available at the event, presenters may be invited to contribute in a different format to that proposed.
Dr Helen King
Deputy Director of the Academic Practice Directorate, UWE Bristol.
- Ericsson, K A, N Charness, P J Feltovich and R R Hoffman (eds) (2006) The Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press, Cambridge.
- Ericsson, K A, R R Hoffman, A Kozbelt and A M Williams (eds) (2018) The Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press, Cambridge.
- King (2019) Continuing Professional Development: What do award-winning academics do? Educational Developments, 20(2), pp1-4.
- Kreber, C, Castleden, H, Erfani, N & Wright, T (2005) Self-regulated learning about university teaching: An exploratory study, Teaching in Higher Education, 10(1), pp 75-97.
- Saroyan, A and Trigwell, K (2015) Higher education teachers’ professional learning: Process and outcome. Studies in Educational Evaluation 46, pp. 92-101.
- Shulman, L S (1986) Those who understand: Knowledge growth in teaching. Educational Research 15(2), pp 4-31.
- Schön, D (1982) The Reflective Practitioner: How professionals think in action. Routledge, London.